Perfectionism, Anxiety and Procrastination as Predictors of EFL Academic Achievement: A Mixed Methods Study

Autor/inn/en	Yurtseven, Nihal; Akpur, Ugur
Titel	Perfectionism, Anxiety and Procrastination as Predictors of EFL Academic Achievement: A Mixed Methods Study
Quelle	In: Novitas-ROYAL (Research on Youth and Language), 12 (2018) 2, S.96-115 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-4733
Schlagwörter	Foreign Countries; College Students; Personality Traits; Anxiety; Time Management; Second Language Learning; English (Second Language); Academic Achievement; Predictor Variables; Likert Scales; Communication (Thought Transfer); Measures (Individuals); Turkey; Multidimensional Perfectionism Scale; Foreign Language Classroom Anxiety Scale + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Angst; Zeitmanagement; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Schulleistung; Prädiktor; Likert-Skala; Communication; thought; Kommunikation; Gedanke; Messdaten; Türkei
Abstract	The purpose of the present study is to determine the predictive level of perfectionism, anxiety, and procrastination on academic achievement and to describe interrelationships among the variables. A convergent parallel mixed methods research design was applied in the study. The participants included 522 college students. The "Multidimensional Perfectionism Scale," "Foreign Language Classroom Anxiety Scale," and "Aitken Academic Procrastination Inventory" were used as data collection tools for the quantitative portion of the study, and the quantitative data were analyzed through correlational and multiple linear regression analysis. The qualitative data were analyzed through content analysis by organizing a focus group interview with seven students. The findings of the regression analysis revealed the three predictors, perfectionism, anxiety and procrastination, explained 54% of the variance (R[superscript 2] = 0.54, p<0.01) and perfectionism, anxiety and procrastination together illustrated a high level and significant relationship with academic achievement (R[superscript 2] = 0.54, p<0.01). Correspondingly, the qualitative data also gave parallel results with the quantitative data by indicating that anxiety was the most powerful variable which affects academic achievement. (As Provided).
Anmerkungen	Children's Research Center-Turkey. Via Tower Is Merkezi, Bestepeler Mahallesi, Nergiz Sokak No 7-35 Sögütözü, Ankara 06530, Turkey. Tel: +90-312-2190219; Fax: +90-312-2190321; e-mail: submissions@novitasroyal.org; Web site: http://www.novitasroyal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01